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Publisher: eScholarship   (Total: 18 journals)   [Sort by number of followers]

Showing 1 - 18 of 18 Journals sorted alphabetically
Berkeley Scientific J.     Full-text available via subscription  
Berkeley Undergraduate J.     Full-text available via subscription   (Followers: 1)
California Agriculture     Open Access   (Followers: 2)
California Italian Studies J.     Full-text available via subscription   (Followers: 6)
Electronic Green J.     Open Access   (Followers: 3, SJR: 0.115, h-index: 8)
InterActions: UCLA J. of Education and Information     Open Access   (Followers: 17)
J. for Learning Through the Arts     Open Access   (Followers: 7)
J. of Transnational American Studies     Open Access   (Followers: 2, SJR: 0.174, h-index: 5)
L2 J.     Open Access   (Followers: 5)
Nutrition Bytes     Open Access   (Followers: 5)
Places     Full-text available via subscription   (Followers: 5)
San Francisco Estuary and Watershed Science     Open Access   (SJR: 0.233, h-index: 2)
Spaces for Difference: An Interdisciplinary J.     Open Access  
Streetnotes     Open Access   (Followers: 1)
Structure and Dynamics: eJ. of Anthropological and Related Sciences     Open Access   (Followers: 2)
Technology Innovations in Statistics Education (TISE)     Open Access   (Followers: 2)
TRANSIT     Open Access  
World Cultures eJ.     Full-text available via subscription  
Journal Cover Journal for Learning Through the Arts
  [7 followers]  Follow
    
  This is an Open Access Journal Open Access journal
   ISSN (Print) 1932-7528
   Published by eScholarship Homepage  [18 journals]
  • Developing the Model of "Pedagogical Art Communication" Using Social
           Phenomenological Analysis: an Introduction to a Research Method and an
           Example for its Outcome. Hofmann, Fabian

    • Abstract: Social phenomenological analysis is presented as a research method for musem and art education. After explaining its methodological background, it is shown how this method has been applied in a study of gallery talks or guided tours in art museums: Analyzing the situation by description and interpretation, a model for understanding gallery talks is developed: "Pedagogical Art Communication". Results: The interplay among the recipient group, the aesthetic object, and educator is characterized by the participants acquiring (i.e. by aesthetic experience) and the educator imparting (especially) knowledge. In the future, art education and museum education need to focus less on dissolving this difference (in the sense of "methods that work") and spend more time on finding ways of sensibly dealing with the difference between imparting and acquirement of art. So the practice would be a pedagogical art communication in which art educators impart what can be imparted (to the extent th...
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • The Exclusion of the Creative Arts from Contracted School Curricula for
           Teaching the Common Core Standards. Gormley, Kathleen; McDermott, Peter

    • Abstract: Many people would agree the creative arts are essential for children’s education and development. For years, the creative arts were integrated into classroom learning units, especially in the language arts, by using drama, music, and drawing; this was considered good teaching. In this study we examined whether contracted curricula designed for teaching the Common Core State Standards integrated the creative arts into English language arts units for grades 3, 6, and 9. Using content analysis as the method, findings indicate the creative arts are largely absent from these curricula. We argue that school districts with limited financial resources will likely adopt the contracted curricula, and their children will be further disadvantaged because they will not have opportunities to learn with the creative arts when participating in lessons designed to teach the Common Core.  
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • EXPOSITION AND SYNTHESIS OF BENIN BRONZE CASTING: EMPHASIS ON THE OLOTAN
           CASTERS OF BENIN. Ifeta, Chris Funke

    • Abstract: ABSTRACT The introduction of Western education to Nigeria has brought in its wake great strides toward development. Changes in Benin dates far back to the dawn of the 20th century. This paper investigates the critical role of education in development. The paper integrates interview data collected from bronze casters in Benin. The first section of the paper discusses sustainable development in Nigeria involving an infrastructure that supports accessible educational system and Benin social values. The second part of the paper discusses the present dispensation of bronze casting by Olotan casters of Benin. The paper identifies education as being critical to sustainable development. Some characteristics connected to development in the practice of bronze casting in Benin include visioning, relaxing of age old practices and acceptance of western influences.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • Introduction to Issue 12. Brouillette, Liane

    • Abstract: This issue celebrates the diversity of artistic experience by offering four pairs of articles that offer contrasting perspectives on pivotal issues.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • Masks in Pedagogical Practice. Roy, David

    • Abstract: In Drama Education mask work is undertaken and presented as both a methodology and knowledge base. There are numerous workshops and journal articles available for teachers that offer knowledge or implementation of mask work. However, empirical examination of the context or potential implementation of masks as a pedagogical tool remains undeveloped.     On a theoretical level, throughout both ancient and modern drama education and performance, masks have been seen as synonymous to the field of drama. The mask is an iconic theatrical symbol from the times of Socrates to Modern western theatres. Simply put, masks symbolise the adoption of the role and hold a central place in drama across time and culture.  Within Drama (as a field in itself), the use of mask have been used by influential drama theorists explicitly in specialist drama training. In schools, however, whilst referenced in official curricula internationally, there is no formal development of pedagogies for mask use in Drama, and ...
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • “Methods and Models for Museum Learning at the Samuel Dorsky Museum of
           Art”. Wyman, Sarah Mead; Waldo, Jennifer Turner; Doherty, Dennis

    • Abstract: Recent education policy designed to promote arts education tends to focus on how such curriculum supports “skills for innovation” required for success in the global economy.  Emphasis on the transfer of arts-based learning to professional innovation and achievement, a dynamic that is difficult to determine, can undermine the  value of teaching the arts for their own sake.  Three professors at the State University of New York at New Paltz discuss curriculum they developed to take advantage of museum learning opportunities that promote critical thinking, foster innovation, support course content, and increase students’ sense of citizenship and belonging.  Jennifer Waldo, a professor of Biology, Dennis Doherty, a professor of English and Creative Writing, and Sarah Wyman, a professor of 20th century Comparative Literature, use their campus museum as an applied learning environment where they facilitate interdisciplinary, experiential educational activities that develop student agency and encourage imaginative in...
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • Noncognitive Factors in an Elementary School-Wide Arts Integrated Model.
           Simpson Steele, Jamie

    • Abstract: Pomaika‘i Elementary School has answered a call to improve education by providing content instruction through the arts. How does school wide arts integration in an elementary setting support students as they transition to middle school' This bounded case study examines the experiences of eight families through a series of interviews with students, parents, and teachers. It describes and explains learning through the arts within three overarching noncognitive factors: a) academic mindsets, or the psychological and socially related attitudes a student holds with respect to academic goals; b) learning strategies that support thinking, remembering, or understanding concepts; and c) social skills or inter-personal behaviors such as interacting through cooperation, assertion and empathy. This study concludes that noncognitive factors provide a valuable lens for examining preparation for college, career and community readiness, with arts integrated learning as a viable pedagogy to that end.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • Off the wall. Teacher perceptions of an arts integrated school and its
           student population. A case study. Windsor-Liscombe, Suzanne Gloria

    • Abstract: This paper, derived from a larger case study, presents new perspectives on arts-integrated elementary schools. It focusses on several issues including teacher understandings of arts-integrated pedagogy, willingness to collaborate, arts credentials, and teacher perceptions of those students enrolling from outside catchment area. Hence it raises the question as to whether school districts should consider new policies specific to arts-integrated schools for both students enrolling, and teaching staff.   As a teacher-administrator at Mosaic for several years, the researcher became interested in the motivations for student enrollments from outside of Mosaic's catchment area.  Through interviews with educators and parents, the case study investigates perceptions and motivations for student enrollments.  This paper's focus is the analysis of interviews with Mosaic educators: their understandings and perspectives on arts-integrated pedagogy, student profiles, and their own valuing of the arts.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • Tributes Beyond Words: Art Educators’ Use of Textiles to Memorialize the
           Triangle Shirtwaist Factory Fire.. Mercurio, Mia Lynn; Randall, Régine

    • Abstract: Through the study of The Triangle Shirtwaist Factory fire, pre-service art teachers learn the about interdisciplinary design and the importance of using discipline-specific literacy strategies alongside the materials and methods of their craft.  The creativity and enthusiasm with which these pre-service teachers approached the work convinced us that some type of “art-making” in any content area classroom can be a valuable way for students to construct meaning from text.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • US History Skits: Just a Spoonful of Sugar. Saeed, Sheryl Raffat

    • Abstract: Author suggests incorporation of brief, informal, yet content-rich classroom history skits as a way to motivate students, generate interest, and ease them into the more "academic" content found in textbooks and primary source documents.
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • Using Arts Integration to Make Science Learning Memorable in the Upper
           Elementary Grades: A Quasi-Experimental Study. Graham, Nicholas James;
           Brouillette, Liane

    • Abstract: The Next Generation Science Standards (NGSS) have brought a stronger emphasis on engineering into K-12 STEM (science, technology, engineering and mathematics) instruction. Introducing the design process used in engineering into science classrooms simulated a dialogue among some educators about adding the arts to the mix. This led to proposals for a STEAM (STEM + arts) curriculum, as well as warnings that integrating the arts would weaken STEM instruction. The study summarized in this article tested the hypothesis that the arts might provide upper-elementary students, who were still concrete thinkers, with a powerful means of envisioning phenomena that they could not directly observe. This study investigated the impact of STEAM lessons on physical science learning in grades 3 to 5. Ten out of the 55 high-poverty (Title 1) elementary schools in a large urban district were randomly chosen as treatment schools and divided into two cohorts. Using a quasi-experimental design that holds general student sci...
      PubDate: Fri, 01 Jan 2016 12:00:00 GMT
       
  • Education through Movies: Improving teaching skills and fostering
           reflection among students and teachers.. Blasco, Pablo Gonzalez; Moreto,
           Graziela; Blasco, Mariluz González; Levites, Marcelo Rozenfeld; Janaudis,
           Marco Aurelio

    • Abstract: Learning through aesthetics—in which cinema is included—stimulates learner reflection. As emotions play key roles in learning attitudes and changing behavior, teachers must impact learners affective domain. Since feelings exist before concepts, the affective path is a critical path to the rational process of learning. Cinema is the audiovisual version of storytelling. It enhances emotions and therefore sets up the foundation for conveying concepts. Movie experiences act like emotional memories for developing attitudes and keeping them as reflective reference in the daily activities and events. To foster reflection is the main goal in this cinematic teaching set. The purpose is not to show the audience how to incorporate a particular attitude, but rather to promote their reflection and to provide a forum for discussion. In this paper, the authors relate their experiences in cinematic teaching, particularly the effectiveness of the movie-clip methodology, in which multiple movie clips are shown in rapid sequenc...
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • “I’m a writer. But I’m an artist, too. Look at my artist’s
           

    • Abstract: This paper examines how elementary children develop voice in a classroom where art and language have equal import from four different contexts: group, guided, table, and independent shares. Specifically, this paper highlights one child in particular: Rebecca, a writer who discovers art as a way of knowing and develops a greater appreciation for her love of writing.  My dissertation study took place in a second grade classroom, a ripe context to study a multimodal approach to learning, since many modes of knowing often lose their status (e.g., art) to more privileged ones (e.g., language) as learners progress in the elementary grades. This article investigates how one child develops voice through art and language and serves as an exemplar of how multiple ways of knowing and contexts in which to learn can positively influence children’s sense of self as artist, writer, and meaning maker.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • Innovating schools through dialogic arts-based practice: ingredients for
           engaging students with a whole new mind. Snyder, Kristen M.; Cooper, Karen
           

    • Abstract: While the “scientific” debate about school dropouts has ensued, some have taken matters into their own hands, creating successful non-school based programs on the arts for at-risk youth based. Their efforts demonstrate powerful results for learning and human development. We suggest that it is time to incorporate this knowledge base, and as well, explore its potential for an integrated model of learning that considers the creative needs of all individuals. During the fall of 2011, we introduced a pilot project to work with storytelling and painting with a group of youth in a full pull-out program. In this article, we share stories from our experience and offer insights about the complex road ahead to inject creativity into mainstream schools. The importance here is to insure that all students will be better equipped for a future that engages the whole mind and being.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • Learning Through The Arts In Denmark: A Positive Psychology Qualitative
           Approach.. Chemi, Tatiana

    • Abstract: This article disseminates the results of a qualitative, case-based study carried on in Danish schools in 2008-2011. Results show that learning outputs can be seen as more than academic achievement, and the arts’ contribution to learning can be viewed as more than the ancillary support of academic performance. Learning within an artful mindset implies a broader view on school learning, for the key reason that art offers many optimal opportunities for formal, mediated, meaningful and material learning. The main empiric and theoretical issue explored in this article is the experience of positive emotions and cognitive intensity within the artistic activities in school projects and its consequences for individuals’ learning, development and well-being.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • Pilot Study on Kindergarten Teachers’ Perception of Linguistic and
           Musical Challenges in Nursery Rhymes. Lefebvre, Pascal; Bolduc, Jonathan;
           Pirkenne, Christel

    • Abstract: Nursery rhymes provide a unique learning context for preschoolers in regard to their emergent literacy and musical development. According to Vygotsky’s social constructivist theory (1978), in order for learning to occur, children must face challenges, and adults must provide support to guide them toward mastery of new skills. The current pilot study began with the aim of  documenting teachers’ reactions to nursery rhymes in relation to their level of difficulty. Eighty-eight kindergarten teachers were asked to use the new nursery rhymes in their classrooms. Then, they were asked fill out a questionnaire to document their reactions and their ratings of the linguistic and musical difficulty. Teachers’ reactions were measured by their overall impression of the nursery rhymes, their perception of pupils’ enjoyment of the nursery rhymes and the time they spent using these nursery rhymes in their classrooms. The results revealed that the teachers tended to have a better impression of the nursery rhymes, perceive th...
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • A River Runs Through It: Art, Geology and Life on the Upper Mississippi.
           Henderson, Lynette K

    • Abstract: This article presents a pilot interdisciplinary project for middle-school students including visual literacy, studio art, English-language literacy, geology and the study of indigenous groups.[i] The location of the pilot was in the upper Midwest, along the Mississippi river bluffs of St. Paul, Minnesota. English-as-a-Second Language (ESL) students from a Title I school joined a six week summer program, where they examined the banks and bluffs of the Mississippi river, effigy mound sites, and made visits to the Science Museum of Minnesota and the Minneapolis Institute of Art. This curriculum investigates ‘place’ and effects of time, with the intent to increase students’ knowledge of local history, and their placement within the socio-cultural context of a river-city. Students took digital photographs, created mixed-media art, conducted computer research and wrote about their experiences. Teachers agreed that this combination of learning strategies was a rich interdisciplinary experience for students. This art...
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • Theme-based courses foster student learning and promote comfort with
           learning new material. Tessier, Lisa; Tessier, Jack

    • Abstract: In this article, we review the literature about theme-based teaching, then report quantitative and qualitative results from surveys from three different courses: one section of a100-level in-person art course; five sections of 300-level on-line art courses; and one section of a 100-level in-person biology course at SUNY Delhi with applied themes (“food,” “healthcare,” and “beer” respectively) in teaching and learning. Our results indicate that embedding themes across an entire course can be a successful way to improve student perceptions of their learning and comfort with learning about new subjects.  These data expand current gaps in the literature with respect to the measured benefits for students of adopting themes in college teaching and learning.  They will be useful to teachers considering the use of themes in their courses and to anyone looking for a way to help students relate to the disciplines in their courses.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • Upper Elementary Students Creatively Learn Scientific Features of Animal
           Skulls by Making Movable Books. Klein, Julie L.; Gray, Phyllis; Zhbanova,
           Ksenia S.; Rule, Audrey C.

    • Abstract: Arts integration in science has benefits of increasing student engagement and understanding. Lessons focusing on form and function of animal skulls provide an effective example of how handicrafts integrated with science instruction motivate students and support learning. The study involved students ages 9-12 during a week-long summer day camp. Students applied animal skull concepts of eye positions of predators and prey, relative eye sizes of nocturnal animals compared to tunnel-dwellers, shapes and functions of different types of teeth, and terminology and functions of different bones, openings, and structures of animal skulls in making moveable book pages. These pages featured pop-up constructions, a lift-the-flap page, and a turning wheel behind cut-out windows in a page to convey the skull concepts. Additional creativity was incorporated through making a three-dimensional cover related to the Mexican Day of the Dead with skulls made from pieces of recycled plastic bottles, drawing figural-transformatio...
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • A Variety of Approaches to Studying the Value and Implementation of Arts
           Education. Burge, Kimberly

    • Abstract: In this introduction to the issue, the editor summarizes the content and comments on the significance of the information provided therein.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
  • What Predicts Pre-Service Teacher Use of Arts-Based Pedagogies in the
           Classroom' An Analysis of the Beliefs, Values, and Attitudes of
           Pre-Service Teachers. Lee, Bridget; Cawthon, Stephanie

    • Abstract: Arts-based pedagogies have a positive, significant impact on various student academic-related outcomes. University teacher preparation programs may want to consider pre-service teacher beliefs, values, and attitudes toward arts-based pedagogies in order to better support teacher growth in using these arts-based approaches. In this study, we administered the Teaching with the Arts survey to 160 pre-service teachers. Results from the survey suggest that pre-service teachers value the arts; however, this was not related to their plans for future use of arts in the classroom. Pre-service teachers’ perceptions of personal creativity and ability to overcome systemic constraints were highly predictive of plans for future use. Implications for policy and practice are included.
      PubDate: Thu, 01 Jan 2015 12:00:00 GMT
       
 
 
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